Only one copy
in stock at this price.
Questions About This Book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Used copy of this book is not guaranteed to inclue any supplemental materials. Typically, only the book itself is included.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
Improving Adolescent Literacy: Content Area Strategies at Work, Third Edition, gives teachers and teacher candidates the tools they need to help all students work toward mastery of literacy and comprehension of content area texts.
Practical, straightforward, and affordable, this guide is packed with real classroom examples of specific teaching strategies in action and features a focus on working with English language learners and struggling readers, ideas for using different technologies to enhance teaching, an up-to-date research base of current sources of support and additional reading, and an excellent assessment chapter showing how various formal and informal assessments can be used in the classroom.
''This is a highly practical and useable book for a range of teachers and teacher candidates. Across the book, what I find most helpful are the descriptions of actual lessons. Unlike most content area methods books on the market, this book seems to include real examples. You get the feeling that the authors spend much time in high school classrooms and have a good feel of what’s currently happening and what works. Especially valuable are examples of the strategies across different subject areas.'' - Gay Ivey — James Madison University
''The various topics are applied to many different content areas, so that nearly every teacher is likely to find a strategy that he or she can use. Each chapter contains helpful graphics, useful concrete examples, and content-based strategies for implementing the various strategies in the classroom. The book is very practical, easy to read, and well organized. Information is easy to find and the busy practicing or pre-service teacher would no doubt find it to be a handy reference.'' - Margot Kinberg, National University
''The information is theoretically quite sound. It provides the students with a wealth of strategies to facilitate comprehension.'' - Karen Ford, Ball State University
Douglas Fisher, Ph.D., is a Professor in the Department for Teacher Education at San Diego State University and the Director of Professional Development for the City Heights Educational Collaborative. He is the recipient of an International Reading Association Celebrate Literacy Award as well as the Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design and has authored books such as 50 Content Area Strategies for Adolescent Literacy. He has taught a variety of courses in SDSU’s teacher-credentialing program as well as graduate-level courses on English language development and literacy. He has also taught English, writing, and literacy development to public school students.
Nancy Frey , Ph.D., is Associate Professor of Language and Literacy Education in the School of Teacher Education at San Diego State University and the Coordinator of Professional Development Schools for the City Heights Educational Collaborative. A former classroom teacher in Florida, Dr. Frey now teaches pre-service and graduate courses and is the President of the Greater San Diego Reading Association. She is the author of numerous books and articles, including Reading for Information in Elementary School: Content Literacy Strategies to Build Comprehension.
Table of Contents
Chapter 1: Ensuring All Students Read, Write, and Think
Chapter 2: Setting the Stage: Building Background Through Anticipatory Activities
Chapter 3: Word for Word: Vocabulary Development Across the Curriculum
Chapter 4: Well Read: Promoting Comprehension Through Read Alouds and Shared Reading
Chapter 5: Why Ask? Questioning Strategies in the Classroom
Chapter 6: Picture This: Graphic Organizers in the Classroom
Chapter 7: Getting it Down: Making and Taking Notes Across the Curriculum
Chapter 8: Powerful Pens: Writing to Learn with Adolescents
Chapter 9: Taking Stock: Standards, Assessment and High-Stakes Testing